#18- Air Pollution 101 Lesson Plan - Salsa!

AIR POLLUTION 101
INTRODUCTION
Students will gain background knowledge of the basic sources of air pollution, along with the
overview of how air pollution affects our health and our environment. They will participate
in a hands-on demonstration to visually demonstrate that everyone has an impact on air
pollution. Students will also write a description of each pollutant, as well develop their own
ideas of the most dangerous and most significant pollutants. They will form ideas of how
these pollutants can be reduced and how their air can be revitalized and the negative impacts
of air pollution can be reduced.
LESSON OVERVIEW
Grade Level & Subject: Grades 9-12: Science
Length: 1 class period
Objectives:
After completing this lesson, students will be able to:
• Comprehend the basics of air pollution
• Identify the seven main air pollutants
• Describe the sources of the main air pollutants
National Standards Addressed: 1
This lesson addresses the following National Science Education Standards from the National
Academies of Science:
• Content Standard: NS.5-8.1 SCIENCE AS INQUIRY
As a result of their activities in grades 9-12, all students should develop:
Abilities necessary to do scientific inquiry
Understandings about scientific inquiry
• Content Standard: NS.9-12.5 SCIENCE AND TECHNOLOGY
As a result of their activities in grades 9-12, all students should develop
Abilities of technological design
Understandings about science and technology
• Content Standard: NS. 9-12.6 PERSONAL AND SOCIAL PERSPECTIVES
As a result of their activities in grades 9-12, all students should develop an
understanding of:
Personal and community Health
Population growth
1 http://www.education-world.com/standards/national/index.shtml

Natural resources
Environmental quality
Natural and human-induced hazards
Science and technology in local, national, and global challenges
Materials Needed:
• Reproducible #1 – Daily Activities
• Computers with Internet access for each group or other means of researching air
pollutants
• 1 Clear, plastic (or small glass) jars recycled from café for each student
• Liquid food coloring-set for each group or table or student, depending on teacher
preference. For this lesson, we used red, green, yellow, and blue.
• Ground charcoal (from pet store, or ground substance that will not dissolve in water)
• Cocoa mix and lemonade drink mix (each student will need some of each mix)
• Clean water
• 1 Large container to hold all of students’ water once they have completed the
demonstration
• Newspaper articles about air quality if available (optional)
Assessment:
Students will be assessed through the following activities:
• Participation in all activities
• Group work and level of understanding of the pollutants in Activity One
• Content and quality of the paper written in the extension activity
LESSON BACKGROUND
Relevant Vocabulary:
• Carbon Monoxide: A colorless, odorless gas formed when a compound containing
carbon burns incompletely because there is not enough oxygen. It is present in the
exhaust gases of automobile engines and is very poisonous. 2
• Lead: Heavy metal that can cause mental retardation, and increase in the rate of
infections and cancer by blunting body's defense mechanisms (the immune system).
Lead accumulates in blood, bones, and soft tissue and may result in damage to brain,
central and peripheral nervous system, and kidneys. While its suggested threshold is 0.4
part-per-million (ppm) for adults and 0.3 ppm for children, people can exhibit lead
poisoning symptoms at 0.2 ppm. Lead intake can occur through water stored in lead
pipes, food contaminated by lead in soil, lead-paint flakes, or motor exhaust that
contains lead compounds as ant-knocking or performance enhancing additives in
gasoline. 3
2 The American Heritage® Science Dictionary Copyright © 2005 by Houghton Mifflin Company. Published
by Houghton Mifflin Company. All rights reserved. Retrieved 05 May 2011 from
http://www.thefreedictionary.com/carbon+monoxide.
3 "What Is Lead (Pb)? Definition and Meaning." BusinessDictionary.com - Online Business Dictionary. Retrieved 05
May 2011 from http://www.businessdictionary.com/definition/lead-Pb.html.

• NAAQS: National Ambient Air Quality Standards. The designated level at which the
presence of a criteria pollutant is deemed safe. The Clean Air Act established two types
of national air quality standards. Primary standards set limits to protect public health,
including the health of "sensitive" populations such as asthmatics, children, and the
elderly. Secondary standards set limits to protect public welfare, including protection
against visibility impairment, damage to animals, crops, vegetation, and buildings. 4
• Nitrogen Dioxide: A poisonous brown gas, NO 2 , often found in smog and automobile
exhaust fumes and synthesized for use as a nitrating agent, a catalyst, and an oxidizing
agent. 5
• Ozone: An unstable, poisonous allotrope of oxygen, O 3 , that is formed naturally in the
ozone layer from atmospheric oxygen by electric discharge or exposure to ultraviolet
radiation, also produced in the lower atmosphere by the photochemical reaction of
certain pollutants. It is a highly reactive oxidizing agent used to deodorize air, purify
water, and treat industrial wastes. 6
• Particulate Matter: Material suspended in the air in the form of minute solid particles
or liquid droplets, especially when considered as an atmospheric pollutant. 7
• Sulfur Dioxide: A colorless, poisonous gas or liquid with a strong odor. It is formed
naturally by volcanic activity, and is a waste gas produced by burning coal and oil and by
many industrial processes, such as smelting. It is also a hazardous air pollutant and a
major contributor to acid rain. 8
• US Environmental Protection Agency (EPA): Independent agency of the U.S.
government, with headquarters in Washington, D.C. It was established in 1970 to reduce
and control air and water pollution, noise pollution, and radiation and to ensure the safe
handling and disposal of toxic substances. The EPA engages in research, monitoring,
and the setting and enforcement of national standards. It also issues statements on the
impact of operations of other federal agencies that are detrimental to environmental
quality, and it supports the antipollution activities of states, municipalities, and public
and private groups. 9
4 "National Ambient Air Quality Standards (NAAQS)." Air and Radiation. EPA, 18 Apr 2011. Web. 28 Jun
2011. http://www.epa.gov/air/criteria.html.
5 The American Heritage Dictionary of the English Language, Fourth Edition, 2000 by Houghton Mifflin
Company. Updated in 2009. Published by Houghton Mifflin Company. Retrieved 05 May 2011 from
http://www.thefreedictionary.com/nitrogen+dioxide.
6 The American Heritage Dictionary of the English Language, Fourth Edition, 2000 by Houghton Mifflin
Company. Updated in 2009. Published by Houghton Mifflin Company. Retrieved 05 May 2011 from
http://www.thefreedictionary.com/ozone.
7 The American Heritage Dictionary of the English Language, Fourth Edition, 2000 by Houghton Mifflin
Company. Updated in 2009. Published by Houghton Mifflin Company. All rights reserved. Retrieved 05 May
2011 from http://www.thefreedictionary.com/particulate+matter.
8 The American Heritage Science Dictionary, 2005 by Houghton Mifflin Company. Published by Houghton
Mifflin Company. All rights reserved. Retrieved 05 May 2011 from
http://www.thefreedictionary.com/sulfur+dioxide.
9 The Columbia Electronic Encyclopedia, 2007. Columbia University Press. Licensed from Columbia
University Press. Retrieved 05 May 2011 from
http://encyclopedia2.thefreedictionary.com/Environmental+Protection+Agency.

• Volatile Organic Compound: Any toxic carbon-based (organic) substance that easily
become vapors or gases–e.g., solvents–paint thinners, lacquer thinner, degreasers, dry
cleaning fluids 10
Background Information:
Air pollution can have detrimental impacts on humans, animals, plants, and water. For the
most part, air pollution is caused by humans and derives from burning coal, oil, wood, and
other carbon-based fuels to run factories, cars, and to generate electricity. Pollution is a
major contributor to the development of acid rain and smog, as well, as global warming. In
1970, the U.S. Environmental Protection Agency (EPA) was established through the
original Clean Air Act to oversee pollution in the U.S. The agency was made responsible for
overlooking dangerous emissions and analyzing the causes and effects. The EPA monitors
the six “criteria pollutants;” particulate matter, carbon monoxide, ground-level ozone,
sulfur dioxide, nitrous oxides, and lead to ensure that only safe concentrations are
released into the atmosphere, thereby . The EPA also supports and enforces efforts to
reduce pollution levels. Yet there are still many areas in the United States that do not meet
EPA designated NAAQS.
VOCs are not one of the 6 criteria pollutants the EPA is charged with regulating. However
the EPA still monitors VOC’s and its effect and because VOCs react in the atmosphere to
produce ozone, the EPA can regulate their use in common products used outdoors.
However, The Clean Air Act gives the EPA no authority to regulate indoor air quality.
VOCs contribute to ozone pollution outside and in high concentrations can be very
dangerous to human health.
Unlike the EPA, air pollution is not tied down. It travels through the air to different regions,
states, and sometimes even other countries. Pollution not only degrades the environment but
causes significant health problems for the human population. It’s therefore important for
students to understand what’s in the air we breathe, where it comes from and what can be
done to reduce the impact.
Resources:
• Air Pollutants Environmental Protection Agency
http://www.epa.gov/air/airpollutants.html
Thorough information about a wide range of air pollutants, including basic
information, standards, and indoor air quality information.
• 50 Things You Can Do California Environmental Protection Agency
http://www.arb.ca.gov/html/brochure/50things.htm
Detailed list of many things an individual can do to reduce air pollution
• National Ambient Air Quality Standards (NAAQS) Environmental Protection Agency
http://www.epa.gov/air/criteria.html
Current NAAQS for the 6 air pollutants currently regulated by the EPA
• Indoor & Outdoor Air Pollution Lawrence Berkeley National Laboratory
10 McGraw-Hill Concise Dictionary of Modern Medicine, 2002 by The McGraw-Hill Companies, Inc.
Retrieved 05 May 2011 from http://medical-dictionary.thefreedictionary.com/Volatile+organic+compounds.

http://www.lbl.gov/Education/ELSI/pollution-main.html
More information and classroom activities about air pollution.
• Air Pollution National Geographic
http://environment.nationalgeographic.com/environment/globalwarming/pollution-overview.html
Article about air pollution and it’s causes.
• Air Pollution National Institute of Environmental Health Sciences
http://www.niehs.nih.gov/health/topics/exposure/air-pollution/index.cfm
Extensive list of links to more information, and resources for educators and
students to learn about air pollution, it’s affects on human health, and what the
NIEHS is doing about it.
LESSON STEPS
Warm-Up: Air Pollution in Your Town
1. Write the words “Air Quality” on the board and ask students the following questions:
a) Do you think the quality of the air in this area is good or bad?
b) How do you know? What evidence is there of air pollution? Answers might
include smog, a high occurrence of asthma or other respiratory diseases, a bad smell, or
particulates settling out of the air. Or they may infer there is poor air quality without
evidence because of the presence of industrial practices nearby. Alternatively, they may
believe air quality is good because of the absence of all these things.
c) Have you ever experienced burning eyes, itchy throat, or shortness of breath
on polluted days?
d) What time of the year does the air seem dirtiest? Kids may not notice, but air
pollution is typically worse in the summer months because of higher temperatures and more
sun which both help create certain pollutants like ozone. Also, there is less rain to wash
pollutants out of the air and away.
2. Tell students that the issue of “air quality;” or how good or bad the air is, is often in the
news. Show any newspaper articles you have found.
3. Ask students why there is so much talk about air quality? Guide them to identify the
importance of air for living things. Explain that bad air can contribute to a variety of illnesses
such as asthma and cancer. Air pollution can also decrease the efficiency with which plants
photosynthesize, making them less productive.
Activity One: Interviewing New Pollutant Experts
1. Divide the class into seven groups, and assign each group one of the seven pollutants
defined in the “Relevant Vocabulary” section (PM, CO, O 3 , SO 2 , NO x , Pb, VOCs).
2. Give the students time to use the websites in the Resources section and any others
resources they might find to research their assigned pollutants.
3. Students should take notes on their pollutant, including information about its
sources, effects, NAAQS, and any other relevant information they might find.
4. Once the time for research is expired, call each group individually up in front of the
class and have them write the name of their pollutant on the board.

5. Allow students time to interview the group, asking important questions about that
group’s pollutant. The group should be able to answer all the questions well, and
every member of the group should contribute to providing answers. Students should
take notes as each group is interviewed.
6. Tell students to save this information for the Extension activity.
Activity Two: What are the Consequences of Some Daily Activities?
1. Divide your class into work groups of three to six students each
2. Give each student a clear plastic cup that is ¾ full of clean water
3. Give each work group a set of supplies (food colorings, ground charcoal, cocoa mix and
drink mix)
4. Now write on the board the corresponding food coloring or drink mix (below) and
explain to the students that these colors/mixes will illustrate a particular pollutant that was
discussed
Air Pollutant
Sulfur Dioxide (SO 2
)
Nitrous Ooxides (NO x
)
Carbon Monoxide (CO)
Lead (Pb)
Volatile Organic Compounds (VOCs)
Particulate Matter (PM)
Ozone (O 3 )
Corresponding color/mix
Pinch of lemonade mix
Pinch of cocoa drink mix
One drop red food coloring
One drop green food
coloring
One drop blue food coloring
Pinch of ground charcoal
One drop yellow food
coloring
5. Now tell the students that a series of daily activities will be read. If the student has
participated in the activity within the past week, they are to add the appropriate amount of
the corresponding pollutant into their cup of water. All activities will not apply to every
student. Read the activities off of Reproducible #1—Daily Activities. Feel free to add or
delete activities as they might relate specifically to the school or community.
Wrap-Up: Discussing Your Impact
Ask your students the following questions:
1. Look inside your cups. If the air pollution around you were this apparent, would you want
to breathe the air? No
2. What other sources of air pollution, beyond those mentioned in this demonstration, could
you think of as being produced in a single day? Answers will vary but could include using other
electricity or gas powered appliances.
3. Pour each students “polluted water” into the larger container and explain how this
represents some of what people breathe every day. Of course, much is diluted in the huge
volume of the atmosphere, but it is getting more concentrated daily with more people
increasing their activities which contribute to air pollution.

4. Help students come up with a list of things they can do to reduce their impact. Such as:
Drive less
Drive smart
Buy smart (energy efficient appliances, items with less packaging, items
produced
with green energy, etc.)
Choose air friendly products (soy candles, items like those mentioned above,
no
CFCs, etc.)
Save energy
Practice the 3 R’s (Reduce, Reuse, and Recycle)
Don’t smoke
Speak up for clean air
Extension: What Has the Most Significant Impact?
1. Tell the students to think about which pollutant they think is the most dangerous
and why.
2. Tell the students to consider how much of this pollutant is released, what the risks
associated with it are, and how we can reduce our emissions of this pollutant.
3. Have each student write a 500 word response detailing the “worst” pollutant, its
effects, and his or her ideas of how we can reduce its atmospheric concentration.
This can be written in class, or assigned as homework.Note: Students may not all write
their papers on the same pollutant, and that’s okay. The key is that each student supports his or her
argument with facts and a conceptual understanding of the impact his or her pollutant is having on
the environment.
CONCLUSION
After completing this lesson, students have a more comprehensive knowledge of seven of
the most significant air pollutants and where they come from. They understand how people’s
different daily activities contribute to air pollution and have discussed ways to reduce their
impact. Students developed their communication and analytical skills by taking a position on
which pollutant is most harmful, and defending that position with supporting facts.
LESSON CREDITS
Clean Air Campaign, Inc. – Author
Nicole Holstein – Contributor
Education Intern, Earth Day Network
Maggie Ollove – Editor
Education Associate, Earth Day Network

Daily Activities
1) You drove or were a passenger in a car/truck
• 1 drop red coloring-represents Carbon Monoxide (CO) in motor vehicle exhaust
• 1 drop blue coloring-represents the Volatile Organic Compounds (VOCs) produced
by the engine when gasoline or oil is burned
• 1 pinch lemonade mix-represents Sulfur Dioxide (SO 2
) in auto exhaust
• 1 pinch cocoa-represents Nitrogen Dioxide (NO 2
) from vehicle exhaust
b. You enjoyed heat, air conditioning, or a warm shower
• 1 drop green coloring-represents Lead (Pb) in electricity generation
• 1 pinch lemonade mix-represents Sulfur Dioxide (SO 2
) released from electric utilities
• 1 pinch of cocoa-represents Nitrogen Dioxide (NO 2
) emitted by combustions used to
generate electricity and heat water
c. You used nail polish or hairspray
• 1 drop blue coloring-represents Volatile Organic Compounds (VOCs) in indoor air
d. You used your computer, charged your mp3 player, played video games, or watched TV.
• 1 pinch of ground charcoal-represents Particulate Matter (PM) resulting from power
plants burning coal to produce electricity
• 1 drop green coloring-represents Lead (Pb) resulting from power plants burning coal to
produce electricity
• 1 pinch lemonade mix-represents Sulfur Dioxide (SO
2
) resulting from power plants
burning coal to produce electricity
e. You or your family burned firewood or yard debris
• 1 drop red coloring-represents the Carbon Monoxide (CO) in wood burning
• 1 pinch ground charcoal-represents Particulate Matter (PM) in the burning, leaving ash
and soot
f. You or your family used paint or some type of solvent
• 1 drop blue coloring-represents Volatile Organic Compounds (VOCs) when
chemicals evaporate
• 1 drop yellow coloring-represents Ozone (03) evaporation
g. You or your family used gasoline-powered equipment to mow the lawn, blow yard
clippings, or whack the weeds.
• 1 drop blue coloring-represents Volatile Organic Compounds (VOCs) in exhaust and
gas vapors
• 1 pinch lemonade mix-represents the Sulfur Dioxide (SO
2
) emitted by the equipment’s
engine

• 1 pinch cocoa-represents Nitrogen Dioxide (NO 2
) in exhaust from burning fuel
• 1 drop yellow coloring-represents Ozone (03) from fuel combustions and evaporation
h. You or your family purchased gasoline at the gas station
• 1 drop yellow coloring-represents Ozone (03) from evaporation while filling tank
(mostly occurs on hot, sunny day)
• 1 drop blue coloring-represents Volatile Organic Compounds (VOCs) when
chemicals evaporate
i. You or your family had clothes dry- cleaned.
• 1 drop of blue food coloring-represents the Volatile Organic Compounds (VOCs)
emitted by the dry-cleaning process
j. You or someone in your family smoked a cigarette
• 1 drop red coloring-represents Carbon Monoxide (CO) in tobacco smoke
• 1 pinch lemonade mix-represents the Sulfur Dioxide (SO 2
) gas in tobacco smoke
• 1 pinch cocoa mix -represents traces of Nitrogen Dioxide (NO 2
), which can be found
in tobacco smoke